SBCUSD Progressive Discipline Matrix Elementary & Secondary · 2016-10-13 · SBCUSD Progressive Discipline Matrix Elementary & Secondary District-wide Multi-tiered Disciplinary Support

SBCUSD Progressive Discipline MatrixSBCUSD Progressive Discipline Matrix Elementary & SecondaryElementary & Secondary

District-wide Multi-tiered Disciplinary Support Structure

Student Services Division

Ray Culberson, Director of Youth Services

Suzy Johns & Jacquelin Patrick, District PBS Coaches

Revised: 9/10

4.b.4.ii.

Three Tier Pyramid of Support 1 SBCUSD Guidelines for Tiered Support 2 SBCUSD Positive School-wide Discipline Strand 3

Minor Offenses and Major Infractions 4 Minor Offenses & Interventions 5 District Referral Forms 7 Chronic Misbehaviors: Questions to Consider 8 Conducting a Thorough Investigation 9 Unique Bus Violations & Discipline 11

Major Infractions: Office Managed Misbehaviors EC 48900 A-1: SAFETY 12 Caused, attempted to cause, or threatened to cause physical injury to another person.

• Verbal Altercation • Verbal Altercation: Threatening Bodily Harm • Fighting: Pushing, Shoving • Fighting: Mutual Combat without Injury • Fighting: Mutual Combat, Minor Injury without

Medical Attention • Fighting or Assault on a Student: Unprovoked • Fighting: Gang Related

EC 48900 A-2: SAFETY 14 Willfully used force or violence upon the person of another, except in self-defense.

• Fight: Gang Related • Fighting: Serious Injury / Assault —EC48915 (a)(1) • Assault / Battery (staff member) — EC48915 (a)(5)

EC 48900 B: SAFETY 17 Possessed, sold, or otherwise furnished any firearm knife, explosive, or other dangerous object.

• Possession of a Knife or Other Dangerous Object • Brandishing a Knife or Other Dangerous Object • Possession or Brandishing of Gun • Possession of an Explosive Device

EC 48900 C: SAFETY 20 Possessed, used, sold, or otherwise furnished; or been under the influence of any controlled substance.

• Possession of Drugs, Alcohol or Any Controlled Substance — EC 48915(a)(3)

• Under the Influence of Drugs, Alcohol or Any Controlled Substance — EC 48915(a)(3)

EC 48900 D: SAFETY 22 Offered, arranged, or negotiated to sell any controlled substance, alcohol, or intoxicant or representation of items thereof.

• Possession of Drugs for Sale — EC 48915(a)(3) EC 48900 E: SAFETY 24 Committed or attempted robbery or extortion.

• Robbery, Extortion, Grand Theft: Violence Indicated — EC 48915(a)(4)

EC 48900 F: NON-SAFETY 25 Caused, or attempted to cause, damage to school or private property.

• Defacing School Property, Graffiti: Permanent Damage EC 48900 G: NON-SAFETY 27 Stole, or attempted to steal, school or private property.

• Stole, or Attempted to Steal, School Property (Petty Theft)

• Grand Theft (Over $400.00)

EC 48900 H: NON-SAFETY 29 Possessed or used tobacco and/or tobacco products.

• Possession and / or Use of Tobacco

EC 48900 I: NON-SAFETY 31 Committed an obscene act or engaged in habitual profanity or vulgarity.

• Committed Obscene Act — not sexual harassment • Habitual Profanity • Habitual Profanity Toward an Employee

SBCUSD Progressive Discipline MatrixSBCUSD Progressive Discipline Matrix

Table of Contents

4.b.4.ii.

EC 48900 J: NON-SAFETY 33 Possessed, offered, arranged or negotiated to sell any drug paraphernalia.

• Possession of Drug Paraphernalia / Selling Drug Paraphernalia EC 48900 K: NON-SAFETY 35

Disrupted school activities or otherwise willfully defied the valid authority of supervisors, teachers, administrators, school officials, or other school personnel engaged in the performance of their duties.

• Severe Classroom Disruption • Disruption to School Activities • Gambling • Forgery • Possession of Electronic Device • Verbal Abuse • Continued Willful Disobedience, Refusal to Follow School

Rules and Regulations, Defiance • Interference and / or Obstruction

EC 48900 L: NON-SAFETY 38 Knowingly received stolen school or private property.

• Knowingly Received Stolen Property EC 48900 M: SAFETY 39 Possessed an imitation firearm — as used in this section, “imitation firearm” means a replica of a firearm that is so substantially similar in physical properties to an existing firearm as to lead a reasonable person to conclude the replica is a firearm.

• Possession of an Imitation Weapon

EC 48900 N: SAFETY 41 Committed, or attempted to commit, a sexual assault as defined in section 261, 266C, 286, 288, 288A or 289 of the Penal Code or committed a sexual battery as defined in section 243.4 of the Penal Code.

• Sexual Assault — EC 48915(c)(4) EC 48900 O: SAFETY 42 Harassed, threatened, or intimidated a witness.

• Harassed, Threatened or Intimidated a Witness

EC 48900 P1 & P2: SAFETY & NON-SAFETY 44 Sexual Harassment — Education Code section 48900.2.

• P1: Sexual Harassment, as Defined by EC 212.5 (SAFETY) • P2: Sexual Harassment, Inappropriate Verbal (NON-SAFETY)

EC 48900 Q: SAFETY 46 Hate Violence — Education Code section 48900.3.

• Hate Violence

EC 48900 R: SAFETY 48 Intentionally engaged in harassment, threats or intimidation against a pupil, groups of pupils or staff — Education Code section 48900.4.

• Harassed, Threatened or Intimidated Individual, Groups or Staff

EC 48900 S: SAFETY 50 Pupil has made terrorist threats against school officials, school property or both — Education Code section 48900.7.

• Terrorist Threats

EC 48900 T: SAFETY 51 Unlawfully offered or arranged to sell the drug Soma — Education Code section 48900 (P).

• Unlawfully Arranged to Sell Drug Soma EC 48900 U: SAFETY 53 Aided or abetted the infliction, or attempted infliction, of physical injury — Education Code section 48900 (S).

• Aid or Abet in the Infliction, or Attempted Infliction of Physical Injury

EC 48900 V: SAFETY 55 Engaged in, or attempted to engage in, hazing as defined in Education Code section 32050 — Education Code section 48900 (Q).

• Hazing EC 48900 W 57 Mandatory Expulsion — Education Code section 48915 (C).

• Special Education Guidelines • Federal Law — No Child Left Behind

EC 48900 X, X1, X2 & X3: SAFETY 58 Engaged in harassment, threats, or intimidation against a pupil, groups of pupils or staff

• X: Cyber Bullying • X1: Bullying based on sexual orientation • X2: Bullying based on ethnicity or race • X3: Bullying based on physical or mental disability

Special Education Guidelines 60 SBCUSD Referral Forms 61

4.b.4.ii.

Tier Two Supports (Targeted): Tier Two supports (academic / behavioral) are short-term, scientifically-based interventions which are highly efficient and provide rapid response for students who are not making adequate progress with Tier One supports alone.

Targeted behavior supports include: • targeted skill development • function-based interventions • increased support and feedback • increased progress monitoring

Tier Three Supports (Individual): Tier Three supports (academic / behavioral) are long-term, intensive interventions which focus on individual students. Tier Three supports are appropriate for students identified, through the systematic review of data, as unable to make adequate progress with Tier One and Two supports alone. Tier Three supports may or may not include special education identification and placement.

Tier One Supports (School-wide): Tier One Supports are proactive and preventative in nature. Since Tier One (school-wide) supports are built into the structure of the school, all students may benefit from these academic and behavioral supports.

School-wide behavior supports include: • explicit teaching of expected behaviors • consistent acknowledgement and correction

of student behavior • data-based decision making • active supervision • safe and welcoming culture

SBCUSD Progressive Discipline Matrix Page 14.b.4.ii.



Minor Offenses and Major InfractionsMinor Offenses and Major Infractions

Minor OffensesMinor Offenses: Minor Offenses are misbehaviors managed “on the spot” (classroom, common areas, etc.). Interventions used to address and correct minor offenses are documented on Low Level Referrals.

Major InfractionsMajor Infractions: Major Infractions are violations of the Education Code which require the immediate attention of administrative staff. The interventions used to address and correct major infractions are documented on an Office Referral Form (High Level).

• Disruption

• Defiance

• Non-compliance

• Property misuse

• Dress code

• Mild physical contact

• Inappropriate language

• Tardy

• Lying

• Cheating

• Out of bounds

• Trash / littering

• Refusal to dress: PE

Safety (High Level) EC 48915: A1, A2, A3, A4, A5, C1, C2, C3, C4, C5

Safety EC 48900: • A & A-2 —fight (see also above, EC48915)

• B — weapon • C — controlled substance, under influence (see also EC48915)

• D — controlled substance, sale • E — robbery / extortion • M — imitation firearm • N — sexual assault • O — harass / threaten / intimidate witness • P1 — sexual harassment (see also below — P.2, Non-Safety) • Q — hate violence • R — harass / threaten / intimidate individual, groups or staff • S — terrorist threat • T — soma • U — aid / abet physical injury • V — hazing • X, X1, X2, X3 — bullying (cyber, sexual orientation, race/ ethnicity, physical/mental disability)

Non-Safety EC 48900: • F — damaged property • G — stole • H — tobacco • I — obscene acts / vulgarity • J — drug paraphernalia — sale • K — disruption / defiance • L — received stolen property • P2 — sexual harassment (see also above — P.1, Safety)


Minor Offenses & Interventions:*

Disrespect, Defiance & Non-Compliance: Failure to respond to adult requests and / or directives.

Disruption: Interruption to the classroom / learning environment.

Property Misuse: Low level misuse / damage of school property.

Dress Code: Failure to comply to dress code standards.

Physical Contact: Inappropriate touching — horseplay, “friendly touching,” etc.

Inappropriate Language: Language which is inappropriate yet not used in an abusive / threat-ening manner.

Tardy: Failure to be in a designated place at the designated time.

Clearly define / post the behavioral expectations. Implement procedures for all class routines - entering the room, handing in assignments, sharpening the pencil, welcoming a guest, etc. TEACH and ROLE-PLAY the behavioral expectations, classroom procedures, use of materials, etc. Demonstrate what the expected behavior “looks like” (positive example) as well as what it “does not look like” (non-example). Pre-correct - Prior to directing students to perform a task, provide a descrip-tion of what the expected behavior will look like. “Lunch will be in two minutes. At that time, everyone will put away all materials, push in chairs and line up.” Cue / Prompt / Remind - Provide a pre-arranged / previously taught cue to remind specific students to engage in the appropriate behavior. Acknowledge students who appropriately demonstrate the expected behavior. Specifically explain HOW the behavior did not meet the stated / taught expectation. “It is disrespectful to other students when you _____.” Provide a warning - “Respect a school rule. All students are expected to talk respectfully to staff and students here at ABC School. This is your official warning.” Check for student understanding of the behavioral expectations - “Please summarize what we discussed so I ensure there is no confusion.” Evaluate the student’s skill repertoire. Determining if the student is capable of demonstrating the behavioral expectation. Evaluate behavior & academic domains. Determine the FUNCTION of the misbehavior. All behaviors serve a purpose (function). Determine what the student is gaining or avoiding by misbehaving? Provide a structured choice - clearly offer a choice between two alternatives and state the consequence for each. “You can work quietly on your assign-ment now and leave with the class or work with me during lunch.” Evaluate ENVIRONMENTAL factors within the classroom which may be contributing to the misbehavior: Space, Time, Materials, Interactions. Collaborate with colleagues to identify behavior patterns and trends (class to class, year to year, etc.). Use a variety of consequences: Positive Reinforcement, Negative Rein-forcement, Penalties and Punishments. Remember, punishment is the least effective consequence for students with anti-social behaviors. Evaluate the effectiveness of consequences. Ineffective consequences must be analyzed and modified. Seek assistance for “out of the box” ideas. Involve a problem-solving team (grade, team, family, SST, 504, IEP).


Minor Offenses & Interventions:* (continued)

Lying: Stating / repeating statements that are untrue.

Cheating: Presenting the work of others as one’s own.

Out of Bounds: Loitering or participating in activities outside designated areas.

Trash / Littering: Discarding of items or dumping of trash in any location other than a trash can.

Refusal to Dress: PE Failure to bring / dress in proper PE attire.

Repeated Ed Code Violations (48900 K): In order for disruptive and defiant behaviors to reach the level of Education Code Violation 48900 K, clear documentation of the student’s behavior pattern, as well as site interventions to correct the behavior, must be established.

Clearly define / post the behavioral expectations. Implement procedures for all class routines - entering the room, handing in assignments, sharpening the pencil, welcoming a guest, etc. TEACH and ROLE-PLAY the behavioral expectations, classroom procedures, use of materials, etc. Demonstrate what the expected behavior “looks like” (positive example) as well as what it “does not look like” (non-example). Pre-correct - Prior to directing students to perform a task, provide a description of what the expected behavior will look like. “Lunch will be in two minutes. At that time, everyone will put away all materials, push in all chairs and line up.” Cue / Prompt / Remind - Provide a pre-arranged / previously taught cue to remind specific students to engage in the appropriate behavior. Acknowledge students who appropriately demonstrate the expected behavior. Specifically explain HOW the behavior did not meet the stated / taught expec-tation. “It is disrespectful to other students when you _____.” Provide a warning - “Respect a school rule. All students are expected to talk respectfully to staff and students here at ABC School. This is your official warning.” Check for student understanding of the behavioral expectations - “Please summarize what we discussed so I ensure there is no confusion.” Evaluate the student’s skill repertoire. Determining if the student is capable of demonstrating the behavioral expectation. Evaluate behavior & academic domains. Determine the FUNCTION of the misbehavior. All behaviors serve a purpose (function). Determine what the student is gaining or avoiding by misbehaving? Provide a structured choice - clearly offer a choice between two alternatives and state the consequence for each. “You can work quietly on your assignment now and leave with the class or work with me during lunch.” Evaluate ENVIRONMENTAL factors within the classroom which may be contributing to the misbehavior: Space, Time, Materials, Interactions. Collaborate with colleagues to identify behavior patterns and trends (class to class, year to year, etc.). Use a variety of consequences: Positive Reinforcement, Negative Reinforce-ment, Penalties and Punishments. Remember, punishment is the least effective consequence for students with anti-social behaviors. Evaluate the effectiveness of consequences. Ineffective consequences must be analyzed and modified. Seek assistance for “out of the box” ideas. Involve a problem-solving team (grade, team, family, SST, 504, IEP).


District-wide Referral Forms

Low Level Referral Form: k English SU-276B k Spanish SU-276B—Sp

Office Referral Form: k English SU-275B k Spanish SU-275B—Sp


CHRONIC MISBEHAVIORS:CHRONIC MISBEHAVIORS: Questions to ConsiderQuestions to Consider

□ Is the student consistently receiving Tier One (school-wide) behavior supports?

□ Does the student possess the skills necessary to: ‚ appropriately resolve conflicts with peers and/or adults? ‚ successfully complete academic requirements? ‚ resist peer recruitment (gangs, drugs, hazing, etc.)?

If no, what targeted skill development is necessary? □ What INTERVENTIONS, as opposed to punishments, have been implemented?

□ What ENVIRONMENTAL FACTORS* (triggers) at school are contributing to the misbehavior? What is missing or present in the environment which supports the continued use of the misbehavior?

□ What FUNCTION* does the misbehavior serve? What is gained or avoided by engaging in the misbehavior?

□ Has the student been seen by the school counselor?

□ Has the student been provided targeted skill development? i.e., anger management, conflict resolution

□ Has the student been seen by a private agency?

□ Has the student been paired with an adult mentor to help build positive school relationships?

□ Does the student have a behavior contract or Behavior Support Plan (BSP)?

□ Has the student been referred to the Student Success Team (SST)?

□ Has the student been diagnosed with a medical / psychiatric condition which requires medication?

REMINDER: Punishments are one of the LEAST EFFECTIVE responses to students who demonstrate a pattern of anti-social behavior. Students with chronic behavior concerns, will require interventions which are thoughtfully constructed and routinely evaluated for effectiveness.


CONDUCTING A THOROUGH INVESTIGATION:CONDUCTING A THOROUGH INVESTIGATION: Points to Consider

California Education Code, in response to Goss vs. Lopez, requires the Governing Board of a school district to establish strict procedures and protocols regarding the suspension and expulsion of students. According to Ed. Code, any decision to suspend or expel a pupil must be based upon “substantial evidence” which follows a thorough investiga-tion by school officials. Substantial Evidence is a legal term which requires evidence to be: 1) reasonable in nature, 2) credible, and of 3) solid value. When conducting an investigation for the purpose of suspension or expulsion, administrators must ensure they gather evidence which would be considered “substantial” by a group of “reasonable people.” The following types of evidence may be used alone, or in any combination, to establish “substantial evidence” so long as it is of the quality and credibility to prove the allegation.

1) Direct Evidence (legal definition): Evidence which directly/conclusively proves a fact without inference or presumption (credible eyewitness testimony, sworn written student admission, video).

2) Circumstantial Evidence: Evidence which requires an inference or presumption of fact (a weapon found on the scene, controlled substance found on the scene).

Prior to suspending or recommending a student for expulsion, administrators must conduct a thorough investigation following all due process requirements. Suspensions and expulsion recommendations which do not follow a thorough investigation may be reversed (i.e., suspension expunged, expulsion recommendation terminated and student returned to the recommending site).

Procedures for Gathering Evidence:

1) Disciplinary notes must: ‚ clearly document incident: brief, easily understood, chronological order, accurate portrayal ‚ exact time/date of incident ‚ name of person(s) present or involved in any degree: adult witnesses, student witnesses and potential suspects ‚ location of incident

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2) Witnesses statements must: ‚ be collected from all witnesses ‚ be conducted at the time of the incident -- if circumstances prohibit interviewing witnesses at the time, interviews

must be conducted as soon as possible ‚ be in original handwriting ‚ be specific and as detailed as possible ‚ be reviewed for clarity ‚ include date/location where written ‚ contain all names of accused or victims

3) Administrator statements must be accurate and factually based

4) Submitted evidence must clearly relate to the alleged violation (photographs, maps, diagrams, etc.)

5) Conclusions must be based on facts (premature or personal opinions cannot be considered)

6) Appropriate Education Code violation must be determined once all facts are gathered (refer to the Progressive Discipline Matrix to determine if the violation requires a suspension or recommendation for expul-sion)

7) Written documentation of findings must be included in the discipline file for all suspensions (see Appen-dix: Suspension Justification form)

School officials have a responsibility to conduct thorough investigations and respond immediately to Ed. Code viola-tions. The Progressive Discipline Matrix is a district-wide document created to assist site administrators in the con-sistent: 1) application of administrative action(s), and 2) provision of student intervention(s).


UNIQUE BUS VIOLATIONUNIQUE BUS VIOLATIONS & DISCIPLINE: S & DISCIPLINE: for all other behaviors follow progressive discipline matrix

Offense Definition

Body Parts Exposed from Window

Exposing arms or other body parts through bus windows

Administrative Action BP 5131.1, General: EC 48900 K, Body part exposed: EC 48900 I, if applicable

Boisterous or Loud Talking and/or yelling loudly, refusing to maintain quiet while on board the bus BP 51.31.1, General: EC 48900 K, Obscenity/Vulgarity: EC 48900 I, if applicable

Bus Pass A) MS/HS: Failure to provide a valid bus pass or producing a fraudulent pass B) Issuing one’s bus pass to another student for the purpose of boarding

BP 51.31.1, EC 48900 K

Cell Phones and/or Electronic Devices

SBCUSD Policy 5140 C, 11: Using a cell phone or electronic device while on the bus

BP 51.31.1, EC 48900 K

Eating and/or Drinking Eating or drinking while on board the bus BP 51.31.1, EC 48900 K

Emergency Exits Tampering with an Emergency Exit BP 51.31.1, Stationary: EC 48900 K, Moving: EC 48900 B

Harassment Intentionally harassing, threatening, or intimidating other students, driver, or attendant

BP 51.31.1, Grades 4-12: EC 48900 R

Lighter/Matches Lighting a cigarette lighter or striking a match BP 51.31.1, EC 48900 B

Seating A) Refusing to remain seated, changing seats, climbing over or under seats B) Refusing to share a seat with other students

BP 51.31.1, EC 48900 K

Sexual Harassment Education Code 48900.2 BP 51.31.1, Grades 4-12 EC212.5: EC 48900 P1, OR Verbal Harassment: EC 48900 P2

Throwing Objects Throwing objects in or out of the bus BP 51.31.1, EC 48900 B

Unauthorized Exits Climbing through windows or exiting the Emergency Exit without authorization BP 51.31.1, EC 48900 K

SBCUSD recognizes that students who regularly ride the school bus may present disciplinary problems. EC 44807 states, "public schools shall hold pupils to a strict account for their conduct on the way to and from school,” and EC 48900 provides school districts the authority to discipline students going to/from school. Consequently, students who exhibit adverse behavior while being transported via school bus, are subject to the disciplinary actions outlined in the Progressive Discipline Matrix (PDM), and Board Policy (BP): Bus Conduct 5131.1.

The principal/designee is responsible for ensuring all rules, procedures, policies, and EC requirements are enforced. It is the responsibility of the Transportation Department to notify appropriate administrative staff of all disciplinary concerns. It is the responsibility of site administration to follow the guidelines outlined in the PDM to address the student's bus conduct. All suspensions/disciplinary actions must be entered into SB2000 and/or Passport. The following is a list of transportation behaviors as they relate to the PDM. All other disciplinary issues are addressed within the PDM.


EC 48900 (AEC 48900 (A--1) 1) —— SAF SAFETYETY

Caused, attempted to cause, or threatened to cause physical injury to another person.

The following must be submitted in order to substantiate an expulsion recommendation:

□ Evidence the student has participated in a verbal or physical altercation or has attempted to cause injury to someone by making a verbal or written threat to another person on school grounds.

□ Documentation by the administrator and statements by the victim and witness(es).

□ Statement by accused agreeing they committed the violation, as stated by the administration.

A-1: ELEMENTARY — SAFETY

EC 48900, A-1 1st Offense 2nd Offense 3rd Offense 4th Offense

SAFETY: LEVEL 1 (K-6)

• Verbal Altercation

• Verbal Altercation: Threatening Bodily Harm

• Fighting: Pushing, Shoving (resulting in minor scuffle)

• Fighting: Mutual Combat without Injury

Administrative Action (K-3): • Restrict activity • Assign detention • 1 day suspension

Administrative Action (4-6): • Restrict activity • Assign detention • 1—3 day suspension

Interventions (K-6): x Meet with counselor x Identify contributing Functional

and Environmental Factors* x Develop behavior contract:*

assign adult mentor x Parent attends school



Interventions (K-6): x Prevention Program —

targeted skill development x Evaluate consequences and

intervention effectiveness x Review behavior contract x Parent attends school

Administrative Action (K-3): • Restrict activity • Assign detention • 1–3 day suspension

Administrative Action (4-6): • Restrict activity • Assign detention • 1—5 day suspension • Contact School Police • Possible recommendation

for expulsion

Interventions (K-6): x Provide intervention: counselor x Provide Tier Two supports x Parent attends school x Develop BSP x Refer to SST

Administrative Action (K-3): • 5 day suspension • Contact School Police • Possible recommendation

for expulsion

Administrative Action (4-6): • 5 day suspension • Contact School Police • Recommend expulsion

Interventions (K-6): x Counselor provides parent

with multiple district and community resources x Provide intervention: counselor x Parent attends school x Review BSP x Review SST process and

interventions x Consider Tier Three supports


A-1: ELEMENTARY — SAFETY EC 48900, A-1 1st Offense 2nd Offense 3rd Offense 4th Offense


• Fighting: Mutual Combat Minor Injury without Medical Attention (black eye without lacerations to nose, small scratches or cuts without severe bleeding)

• Fighting or Assault on a Student: Unprovoked

• Fighting: Gang Related

Administrative Action (K-3): • Restrict activity • Assign detention • 1—3 day suspension


Interventions (K-6): x Counselor: targeted skill

development x Identify contributing Functional


assign adult mentor x Parent conference



for expulsion


targeted skill development x Provide Tier Two supports x Parent attends school x Develop BSP


for expulsion


Interventions (K-6): x Counselor provides parent with

multiple district and community resources x Provide intervention: counselor x Parent attends school x Review BSP x Refer to SST x Consider Tier Three supports


SAFETY: LEVEL 1 (6-12)

• Verbal Altercation

• Verbal Altercation: Threatening Bodily Harm

• Fighting: Pushing, Shoving (resulting in minor scuffle)

• Fighting: Mutual Combat WITHOUT Injury

Administrative Action (6-8): • OCS — 3 day suspension • Contact School Police

Administrative Action (9-12): • 1—5 day suspension • Contact School Police

Interventions (6-12): x Meet with counselor x Identify contributing Functional





Interventions (6-12): x Prevention Program —

targeted skill development x Evaluate consequence and


Administrative Action (6-8): • 1—5 day suspension • Contact School Police • Possible recommendation

for expulsion

Administrative Action (9-12): • 5 day suspension • Contact School Police • Possible recommendation

for expulsion

Interventions (6-12): x Provide intervention: counselor x Provide Tier Two supports x Parent attends school x Develop BSP x Refer to SST



Interventions (6-12): x Counselor provides parent



A-1: SECONDARY — SAFETY


A-1: SECONDARY — SAFETY EC 48900, A-1 1st Offense 2nd Offense 3rd Offense 4th Offense


• Fighting: Mutual Combat Minor Injury without Medical Attention (lacerations to nose, small scratches or cuts without suturing)

• Fighting or Assault on a Student: Unprovoked

• Fighting: Gang Related



Interventions (6-12): x Counselor: targeted skill





for expulsion


for expulsion






with multiple district and community resources x Provide intervention: counselor x Parent attends school x Review BSP x Refer to SST x Consider Tier Three supports

EC 48900 (AEC 48900 (A--2) 2) —— SAF SAFETYETY Willfully used force or violence upon the person of another, except in self-defense.


□ Evidence the student, while under the jurisdiction of the school and without provocation, participated in a physical altercation causing minor trauma to the victim.

□ Statements by: victim, credible witness(es).

□ Statement by accused agreeing they committed the violation, as stated by administration.

□ Photographic evidence of the injury — extent of injury must be visible.

□ Documentation of medical intervention(s) for victim.


A-2: ELEMENTARY — SAFETY



Fight: Gang Related

Administrative Action (K-3): • 1—3 day suspension


for expulsion


targeted skill development x Identify contributing Functional



Administrative Action (K-3): • 1—5 day suspension • Contact School Police • Possible recommendation

for expulsion



with multiple district and community resources x Provide intervention: counselor x Develop BSP x Parent attends school x Consider Tier Three supports


• Fighting: Serious Injury / Assault (broken bones, contusions, convulsions, unconscious due to fight, stitches, shot, stabbed)

EC 48915 (a)(1) MUST notify victim /parent of their right to transfer under NCLB

• Assault / Battery (staff member) EC 48915 (a) (5)


for expulsion — extension of suspension

Administrative Action (4-6): • 5 day suspension • Contact School Police • Mandatory expulsion


multiple district and community resources x Provide intervention: counselor x Parent attends school x Consider Tier Three supports


A-2: SECONDARY — SAFETY



Fight: Gang Related


for expulsion


for expulsion








with multiple district and community resources x Provide intervention: counselor x Develop BSP x Parent conference x Consider Tier Three supports


• Fighting: Serious Injury / Assault (broken bones, contusions, convulsions, unconscious due to fight, stitches, shot, stabbed)

EC 48915 (a)(1) MUST notify victim/parent of their right to transfer under NCLB

• Assault / Battery (staff member) EC 48915 (a) (5)

Administrative Action (6-8): • 5 day suspension • Contact School Police • Mandatory expulsion —

extension of suspension



Interventions (6-12): x Counselor provides parent with



EC 48900 (B) EC 48900 (B) —— SAFET SAFETYY Possessed, sold, or otherwise furnished any firearm, knife, explosive, or other dangerous object.


Education Code section 48915(a) requires the principal of a school to recommend expulsion for possession of any firearm, knife, explosive, or any other dangerous object at school or at a school activity off school grounds (see Appendix). □ Description (length, color, size) and photograph of the object.

□ Statements by: accused, witness(es).

□ Documentation from anonymous witness(es), EC 48918(f).

□ Copy of mandatory Police Report.

Students in possession of a knife (threatening manner) or a gun fall under this violation.

The following weapons apply to this violation: firearms, knives, daggers, explosives of any sort, other dangerous weapons such as: brass knuckles, razor blades, and tools, such as: a screwdriver that has been sharpened at the end. Other dangerous objects would be throwing stars, ballistic knives, black jacks, billy clubs, sand clubs, and nunchakus.

Illegal explosives are not fireworks but vary in size and color. Among those are the M-80, M-100, Silver Salute, M-250, M-1000, and Quarter Stick. All these explosives are dangerous and can cause severe damage to the body (see Appendix). Violation of Education Code section 48915(c)(5) should also be included if student is found with a self-made or hand-made explosive device.


B: ELEMENTARY — SAFETY

EC 48900, B 1st Offense 2nd Offense 3rd Offense 4th Offense


• B-1: Possession of a Knife or Other Dangerous Object EC 48915 (a)(2)

• B-2: Brandishing a Knife or Other Dangerous Object at Another Person EC 48915 (c) (2) MANDATORY Must notify victim/parent of their right to transfer under NCLB

• B-3: Possession of, or Brandishing, Gun EC 48915 (c) (1) MANDATORY Must notify victim/parent of their right to transfer under NCLB

• B-4: Possession of Explosive Device (M80, M100, or other powerful explosives) EC 48915 (c) (5)


for expulsion — extension of suspension






B: SECONDARY — SAFETY

EC 48900, B 1st Offense 2nd Offense 3rd Offense 4th Offense


• B-1: Possession of a Knife or Other Dangerous Object EC 48915 (a)(2)

• B-2: Brandishing a Knife or Other Dangerous Object at Another Person EC 48915 (c)(2) MANDATORY Must notify victim/parent of their right to transfer under NCLB

• B-3: Possession of, or Brandishing, Gun EC 48915 (c)(1) MANDATORY Must notify victim/parent of their right to transfer under NCLB

• B-4: Possession of Explosive Device (M80, M100, or other powerful explosives) EC 48915 (c)(5)








EC 48900 (C) EC 48900 (C) —— SAFET SAFETYY Possessed, used, sold, or otherwise furnished; or been under the influence of any controlled substance, alcohol or intoxicant.


□ Evidence the student was found in possession of, or under the influence of, an identified controlled substance (alcohol or other intoxicant). Trained professionals such as: school nurses, police officers, school security or resource officers may provide this evidence.

□ Photographic evidence of the controlled substance.

□ If applicable, test results which identify the substance found. Both school security and School Police are qualified to conduct such testing.

□ Admission by the accused of possession or use of the controlled substance while under the jurisdiction of the school site.

□ Statements by witness(es).

□ Documentation from anonymous witness(es), EC 48918(f). All controlled substances must be confiscated as evidence. District policy mandates all first-time drug violations (solely 48900[c]) be assigned to a mandatory district Insight Program. A parent conference must be held, in which the parent agrees to the terms of this program in lieu of a recommendation for expulsion. Failure to adhere to this program may result in a mandatory recommendation for expulsion. This, however, does not apply to the selling of illegal drugs on campus. See Appendix for Board Policy and Insight Contract; Contact Student Assistance Program for more information.


Ed Code 48900, C 1st Offense 2nd Offense 3rd Offense 4th Offense


• Possession of Drugs, Alcohol or any Controlled Substance EC 48915 (a) (3) - on campus

• Under the Influence of Drugs, Alcohol or any Controlled Substance EC 48915 (a)(3) - on campus

Administrative Action (K-3): • 1-3 days suspension (marijuana

only) & Mandatory Insight • Mandatory Expulsion (all other

drugs) • Contact School Police

Administrative Action (4-6): • 1-5 days suspension (marijuana


drugs)

• Contact School Police


targeted skill development x Identify Functional and

Environmental Factors* x Develop contract:* assign mentor x Parent conference

Administrative Action (K-3): • 1—5 day suspension • Contact School Police • Recommend expulsion



multiple district and community resources x Provide intervention: counselor x Develop BSP x Parent attends school x Consider Tier Three supports

C: ELEMENTARY — SAFETY

Ed Code 48900, C 1st Offense 2nd Offense 3rd Offense 4th Offense


• Possession of Drugs, Alcohol or any Controlled Substance EC 48915 (a) (3) - on campus

• Under the Influence of Drugs, Alcohol or any Controlled Substance EC 48915 (a)(3) - on campus

Administrative Action (6-8): • 1-5 days suspension (marijuana



Administrative Action (9-12): • 5 day suspension (marijuana only)

& Mandatory Insight • Mandatory Expulsion (all other


Interventions (6-12): x Prevention Program with targeted

skill development x Identify Functional and

Environmental Factors* x Develop contract:* assign mentor x Parent conference





C: SECONDARY — SAFETY


EC 48900 (D) EC 48900 (D) —— SAFET SAFETYY Offered, arranged, or negotiated to sell any controlled substance, alcohol, or intoxicant or representation of items thereof.


□ Photographic evidence of the sold controlled substance, or substance represented as such.

□ Test results of the controlled substance.

□ Statements by: witness(es) reporting sales (i.e. money collected for drugs, etc.).

The sale of a controlled substance or substances represented as controlled substances is grounds for suspension or recommendation for expulsion. Confiscate all evidence and give to School Police.

Controlled substances are identified as heroin, cocaine, crack, LSD, PCP, amphetamines, methamphetamines,

marijuana, hashish, and alcohol. Intoxicants include, but are not limited to toxic inhalants such as spray cans, ni-trous oxide, etc.

An example of substances being represented as a controlled substance would be a student selling oregano as marijuana, or the selling of an over-the-counter look-alike non-prescription drug as a controlled substance.


D: ELEMENTARY — SAFETY EC 48900, D 1st Offense 2nd Offense 3rd Offense 4th Offense


Possession of Drugs for Sale EC 48915 (c) (3) Must notify victim/parent of their right to transfer under NCLB

Administrative Action (K-3): • 5 day suspension • Contact School Police • Recommend expulsion —






D: SECONDARY — SAFETY EC 48900, D 1st Offense 2nd Offense 3rd Offense 4th Offense


Possession of Drugs for Sale EC 48915 (c) (3) Must notify victim/parent of their right to transfer under NCLB








EC 48900 (E) EC 48900 (E) —— SAFET SAFETYY Committed or attempted robbery or extortion.


□ Statements by: victim, direct witness(es) and supporting witness(es) to the act of robbery or extortion.

□ Interviews from: accused and witness(es) named by the accused.

Extortion is defined as blackmail. Example: A student demands money from another person — “Give me money or I’ll get you later!” (see Appendix for Penal Code section 520). Robbery is defined as the taking of personal property in the possession of another, against his/her will, accomplished by means of fear and force (see Appendix for Penal Code section 211).

Ed Code 48900, E 1st Offense 2nd Offense 3rd Offense 4th Offense


Robbery, Extortion, Grand Theft: Violence Indicated EC 48915 (a) (4) Must notify victim/parent of their right to transfer under NCLB



for expulsion






for expulsion




E: ELEMENTARY — SAFETY


Ed Code 48900, E 1st Offense 2nd Offense 3rd Offense 4th Offense


Robbery, Extortion, Grand Theft: Violence Indicated EC 48915 (a) (4) Must notify victim/parent of their right to transfer under NCLB


for expulsion


for expulsion









E: SECONDARY — SAFETY

EC 48900 (F) EC 48900 (F) —— NON NON--SSAFETYAFETY Caused or attempted to cause damage to school or private property.


□ Photographic evidence of the defaced property — school / private

□ Statements by: witness(es), accused

□ Statement by the Campus Security Officer (CSO) — recommended

□ Assessment of damage to the school site — Fiscal Services

According to SBCUSD Board Policy, site administrators are entitled to recommend expulsion for graffiti (defacement of school property).


EC 48900, F 1st Offense 2nd Offense 3rd Offense 4th Offense

NON-SAFETY: LEVEL 3 (K-6)

Defacing School Property, Graffiti: Permanent Damage

Administrative Action (K-3): • Assign detention • 1—3 day suspension • Restitution

Administrative Action (4-6): • Assign detention • 1—3 day suspension • Restitution


development x Evaluate skill level — academic

and behavioral x Identify contributing Functional


assign adult mentor x Review student data for

patterns and trends x Parent attends school

Administrative Action (K-3): • 1—5 day suspension • Contact School Police • Recommend expulsion —

extension of suspension • Restitution

Administrative Action (4-6): • 1—5 day suspension • Contact School Police • Recommend expulsion —


Interventions (K-6): x Counselor provides parent multiple

district/community resources x Provide intervention: counselor x Parent attends school x Develop BSP and/or SST x Consider Tier Three Supports

F: ELEMENTARY — NON-SAFETY

EC 48900, F 1st Offense 2nd Offense 3rd Offense 4th Offense

NON-SAFETY: LEVEL 3 (6-12)

Defacing School Property, Graffiti: Permanent Damage

Administrative Action (6-12): • On Campus Suspension • 1—3 day suspension • Contact School Police • Restitution











Interventions (6-12): x Counselor provides parent multiple

district/community resources x Provide intervention: counselor x Parent attends school x Develop BSP and/or SST x Consider Tier Three supports

F: SECONDARY — NON-SAFETY


EC 48900 (G) EC 48900 (G) —— NON NON--SSAFETYAFETY Stole, or attempted to steal, school or private property.


□ Direct evidence or testimony supporting the act of stealing.

□ Amount or cost of the item stolen or attempted to be stolen.

□ Statements by: witness(es), accused.

□ Interview with the accused.

Ed Code 48900, G 1st Offense 2nd Offense 3rd Offense 4th Offense


Stole, or Attempted to Steal, School Property (petty theft)

Administrative Action (K-3): • Restrict activity • Assign detention • Restitution

Administrative Action (4-6): • Restrict activity • Assign detention • Restitution

Interventions (K-6): x Ensure student is receiving

Tier One supports x Meet with counselor x Check student understanding

of rules / expectations x Provide structured choice x Evaluate skill level—academic

and behavioral x Parent conference — phone

Administrative Action (K-3): • Restrict activity • Assign detention • 1 day suspension • Restitution

Administrative Action (4-6): • Restrict activity • Assign detention • 1–3 day suspension • Restitution

Interventions (K-6): x Provide intervention: counselor x Identify contributing Functional


assign adult mentor x Parent conference — school

Administrative Action (K-3): • Restrict activity • Assign detention • 1–3 day suspension • Restitution

Administrative Action (4-6): • Restrict activity • Assign detention • 1—5 day suspension • Restitution


development x Evaluate consequences and

intervention effectiveness x Review student data for

patterns and trends x Review behavior contract x Parent attends school

Administrative Action (K-3): • 1—5 day suspension • Continue progressive

discipline and intervention plan: may lead to expulsion

• Restitution

Administrative Action (4-6): • 1—5 day suspension • Continue progressive


• Restitution


G: ELEMENTARY — NON-SAFETY




Grand Theft (Amount over $400.00)

Administrative Action (K-6): • Assign detention • 1—3 day suspension • Contact School Police • Restitution


development x Evaluate skills: academic/behavioral x Identify contributing Functional and

Environmental Factors* x Develop behavior contract:*

assign adult mentor x Review student data:patterns/trends x Parent attends school

Administrative Action (K-6): • 1—5 day suspension • Contact School Police • Possible recommendation for expulsion • Restitution

Interventions (K-6): x Counselor provides parent multiple

district/community resources x Provide intervention: counselor x Provide Tier Two supports x Parent attends school x Develop BSP, Refer to SST x Consider Tier Three Supports

G: ELEMENTARY — NON-SAFETY



Stole, or Attempted to Steal, School Property (petty theft)

Administrative Action (6-12): • On Campus Suspension • 1 day suspension • Contact School Police • Restitution

Interventions (6-12): x Meet with counselor x Provide structured choice x Evaluate skill level — academic



assign adult mentor x Parent conference — phone

Administrative Action (6-12): • On Campus Suspension • 1—3 day suspension • Contact School Police • Restitution

Interventions (6-12): x Provide intervention: counselor x Evaluate consequence and

intervention effectiveness x Review behavior contract x Parent conference — school

Administrative Action (6-12): • 1—5 day suspension • Contact School Police • Restitution


development x Review student data for

patterns and trends x Provide Tier Two supports x Parent attends school x Develop BSP

Administrative Action (6-8): • 1—5 day suspension • Contact School Police • Continue progressive


• Restitution Administrative Action (9-12): • 5 day suspension • Contact School Police • Possible recommendation

for expulsion • Restitution


multiple district/community resources x Provide intervention: counselor x Parent attends school x Review BSP x Refer to SST

G: SECONDARY — NON-SAFETY




Grand Theft (Amount over $400.00)


extension of suspension OR Rationale

• Restitution



• Restitution












multiple district and community resources x Provide intervention: counselor x Parent attends school x Develop BSP x Refer to SST x Consider Tier Three supports

G: SECONDARY — NON-SAFETY

EC 48900 (H) EC 48900 (H) —— NON NON--SSAFETYAFETY Possessed or used tobacco or tobacco products.


□ Evidence administration has provided three or more warnings regarding smoking or having cigarettes on campus.

Refer student to a Smoking Cessation Program. Contact Student Assistance Programs for further information.


EC 48900, H 1st Offense 2nd Offense 3rd Offense 4th Offense


Possession and/or use of Tobacco

Administrative Action (K-3): • Restrict activity • Assign detention

Administrative Action (4-6): • Restrict activity • Assign detention






Administrative Action (4-6): • Restrict activity • Assign detention • 1–3 day suspension

Interventions (K-6): x Tobacco Cessation x Provide intervention: counselor x Identify contributing Functional





Interventions (K-6): x Tobacco Cessation x Counselor: targeted skill









H: ELEMENTARY — NON-SAFETY

EC 48900, H 1st Offense 2nd Offense 3rd Offense 4th Offense


Possession and/or use of Tobacco

Administrative Action (6-12): • On Campus Suspension • 1 day suspension

Interventions (6-12): x Tobacco Cessation x Meet with counselor x Provide structured choice x Evaluate skill level — academic




Administrative Action (6-12): • On Campus Suspension • 1—3 day suspension • Contact School Police

Interventions (6-12): x Tobacco Cessation x Provide intervention: counselor x Evaluate consequence and









for expulsion


with multiple district and community resources x Provide intervention: counselor x Parent attends school x Review BSP, Refer to SST

H: SECONDARY — NON-SAFETY


EC 48900 (I) EC 48900 (I) —— NON NON--SSAFETYAFETY Committed an obscene act or engaged in habitual profanity or vulgarity.

The following must be submitted in order to substantiate an expulsion recommendation: □ Direct evidence and admission by the accused.

□ Documentation of the incident(s) involving the use of profanity, obscenity, or habitual profanity.

□ Anecdotal record, if continuous violation.

□ Statements by: witness(es).

This act pertains to the use of vulgar, profane language or an act as defined by proper society as obscene. Examples: Prolonged cursing toward staff, exposing oneself in public, etc.

While it is not typical for a student to be expelled for this violation alone, it is possible when the misbehavior results in extreme problems on campus. Generally this violation is coupled with a more severe Education Code violation.

EC 48900, I 1st Offense 2nd Offense 3rd Offense 4th Offense


• Committed an Obscene Act (excluding sexual harassment)

• Habitual Profanity























I: ELEMENTARY — NON-SAFETY




Habitual Profanity Toward a School Employee



Interventions (K-6): x Provide intervention: counselor x Evaluate skill level — academic











for expulsion


for expulsion


multiple district and community resources x Provide intervention: counselor x Provide Tier Two supports x Parent attends school x Develop BSP x Refer to SST

I: ELEMENTARY — NON-SAFETY



• Committed an Obscene Act (excluding sexual harassment)

• Habitual Profanity

Administrative Action (6-12): • On Campus Suspension • 1 day suspension • Obscene Act: Contact School

Police





Administrative Action (6-12): • On Campus Suspension • 1—3 day suspension • Obscene Act: Contact School

Police



Administrative Action (6-12): • 1—5 day suspension • Obscene Act: Contact School

Police







for expulsion


with multiple district and community resources x Provide intervention: counselor x Parent attends school x Review BSP x Refer to SST

I: SECONDARY — NON-SAFETY




Habitual Profanity Toward a School Employee

Administrative Action (6-8): • Assign detention • On Campus Suspension • 1 day suspension

Administrative Action (9-12): • On Campus Suspension • 1—3 day suspension

Interventions (6-12): x Provide intervention: counselor x Evaluate skill level — academic



assign adult mentor x Parent conference — school x Community service x Youth Development


Administrative Action (9-12): • 1—5 day suspension




patterns and trends x Provide Tier Two supports x Parent attends school x Develop BSP x Community service x Youth Development


for expulsion


for expulsion


with multiple district and community resources x Provide intervention: counselor x Parent attends school x Review BSP, Refer to SST x Community service x Youth Development

I: SECONDARY — NON-SAFETY

EC 48900 (J) EC 48900 (J) —— NON NON--SSAFETYAFETY Possessed, offered, arranged or negotiated to sell any drug paraphernalia.


□ Direct evidence, such as photographs.

□ Evidence the items are within the Health and Safety Code Section 11014.5.

□ Admission by the accused.

See section 11014.5 of the Health and Safety Code for a clear definition of this violation (see Appendix for Health Code).

Examples of clear-cut paraphernalia are ZigZag papers and roach clips.


Ed Code 48900, J 1st Offense 2nd Offense 3rd Offense 4th Offense


Possession of Drug Paraphernalia / Selling Drug Paraphernalia



Tier One supports x Prevention Program — targeted

skill development x Check student understanding




Administrative Action (4-6): • Restrict activity • Assign detention • 1–3 day suspension • Selling: Contact School Police

Interventions (K-6): x Prevention Program — targeted

skill development x Identify contributing Functional




Administrative Action (4-6): • Restrict activity • Assign detention • 1—5 day suspension • Selling: Contact School Police

Interventions (K-6): x Provide intervention: counselor x Evaluate consequences and








J: ELEMENTARY — NON-SAFETY

Ed Code 48900, J 1st Offense 2nd Offense 3rd Offense 4th Offense


Possession of Drug Paraphernalia / Selling Drug Paraphernalia

Administrative Action (6-12): • On Campus Suspension • 1 day suspension • Mandatory Insight





Administrative Action (6-12): • On Campus Suspension • 1—3 day suspension • Mandatory Insight • Selling: Contact School Police

Interventions (6-12): x Provide intervention: counselor x Evaluate consequence and inter-

vention effectiveness x Review behavior contract x Parent conference — school

Administrative Action (6-12): • 1—5 day suspension • Selling: Contact School Police

Interventions (6-12): x Provide intervention: counselor x Review student data for





for expulsion



J: SECONDARY — NON-SAFETY


EC 48900 K EC 48900 K —— NON NON--SAFSAFETYETY Disrupted school activities or otherwise willfully defied the valid authority of supervisors, teachers, administrators, school officials, or other school personnel engaged in the performance of their duties.


□ Evidence the disruptive behavior is outside the range of normal intervention — accumulation of 20 days suspension (maximum). The student is allotted 10 additional suspension days (not to exceed 30) if placed in Opportunity or Alternative Programs.

□ Evidence all means of correction have been exhausted at the site level. Interventions may include, but are not limited to, counselor interventions, parent involvement, identification of Environmental and Functional Factors, targeted skill development, behavior contract, assignment of adult men-tor, Behavioral Support Plan, Student Success Team and/or a recommendation to an outside counseling agency.

□ Documentation of student’s behavior / intervention over time.

Use this Ed Code violation when 1) a student becomes so defiant school authority is unable to control the behav-ior, or 2) the behavior is so extreme it severely disrupts the educational process.


Ed Code 48900, K 1st Offense 2nd Offense 3rd Offense 4th Offense

Non-Safety: Level 1 (K-6)

• Chronic Classroom Disruption

• Disruption to School Activities

• Gambling

• Forgery

• Possession of Electronic Devices

• Verbal Abuse
























• Continued Willful Disobedience, Refusal to Follow School Rules and Regulations, Defiance

• Interference and/or Obstruction (staff member)






assign adult mentor x Parent conference — school x Truancy notification

Administrative Action (K-3): • Restrict activity • Assign detention • 1—3 day suspension • Follow SART/SARB process

Administrative Action (4-6): • Restrict activity • Assign detention • 1—5 day suspension • Follow SART/SARB process


development (Anger Management) x Evaluate consequences and




for expulsion • Follow SART/SARB





K: ELEMENTARY — NON-SAFETY


Ed Code 48900, K 1st Offense 2nd Offense 3rd Offense 4th Offense


• Chronic Classroom Disruption

• Disruption to School Activities

• Gambling

• Forgery

• Possession of Electronic Devices

• Verbal Abuse

Administrative Action (6-12): • On Campus Suspension • 1 day suspension




assign adult mentor x Parent conference — phone x Community service x Youth Development

Administrative Action (6-12): • On Campus Suspension • 1—3 day suspension • Gambling/Forgery: Contact

School Police


intervention effectiveness x Review behavior contract x Parent conference — school x Community service x Youth Development

Administrative Action (6-12): • 1—5 day suspension • Gambling/Forgery: Contact

School Police







for expulsion



Non-Safety: Level 2 (6-12)

• Continued Willful Disobedience, Refusal to Follow School Rules and Regulations, Defiance

• Interference and/or Obstruction (staff member)

Administrative Action (6-8): • Assign detention • On Campus Suspension • 1 day suspension





assign adult mentor x Parent conference — school x Community service x Truancy notification x Youth Development

Administrative Action (6-8): • On Campus Suspension • 1—3 day suspension • Follow SART/SARB process

Administrative Action (9-12): • 1—5 day suspension • Follow SART/SARB process


development (Anger Management) x Evaluate consequences and








with multiple district and community resources x Provide intervention: counselor x Parent attends school x Review BSP, Refer to SST x Community service x Youth Development

K: SECONDARY — NON-SAFETY


EC 48900 (L) EC 48900 (L) —— Non Non--SafetySafety Knowingly received stolen school or private property.


□ Documentation the accused has, and/or has received, stolen property.

□ Photographic evidence of stolen item(s).

□ Estimated value of item(s).

□ Statements by: witness(es) — may be used as direct evidence.

□ Statement by the accused agreeing they committed the violation.

Ed Code 48900, L 1st Offense 2nd Offense 3rd Offense 4th Offense


Knowingly Received Stolen Property














for expulsion


for expulsion


with multiple district and community resources x Provide intervention: counselor x Provide Tier Two supports x Parent attends school x Develop BSP x Refer to SST

L: ELEMENTARY — NON-SAFETY


Ed Code 48900, L 1st Offense 2nd Offense 3rd Offense 4th Offense

NON-SAFETY: LEVEL 2(6-12)

Knowingly Received Stolen Property

Administrative Action (6-8): • Assign detention • On Campus Suspension • 1 day suspension • Contact School Police













for expulsion


for expulsion



L: SECONDARY — NON-SAFETY

EC 48900 (M) EC 48900 (M) —— SAFETY SAFETY Possessed an imitation firearm - as used in this section, “imitation firearm” means a replica of a firearm that is so substantially similar in physical properties to an existing firearm as to lead a reasonable person to conclude the replica is a firearm.


□ Photographic evidence of the imitation firearm.

□ Statements by: accused and direct witness(es).

□ Statement(s) by: Campus Security Officer (CSO) and/or School Police Officer.


Ed Code 48900, M 1st Offense 2nd Offense 3rd Offense 4th Offense

Safety: Level 3 (K-6)

Possession of an Imitation Weapon—MUST LOOK LIKE A REAL GUN If not a weapon, no need to extend suspension. If it leads to other violations (i.e., A-1, B, R) then recommend expulsion.



for expulsion






for expulsion




M: ELEMENTARY — SAFETY

Ed Code 48900, M 1st Offense 2nd Offense 3rd Offense 4th Offense


Possession of an Imitation Weapon—MUST LOOK LIKE A REAL GUN If not a weapon, no need to extend suspension. If it leads to other violations (i.e., A-1, B, R) then recommend expulsion.


for expulsion


for expulsion









M: SECONDARY — SAFETY


EC 48900 (N) EC 48900 (N) —— SAFET SAFETYY Committed or attempted to commit a sexual assault as defined in Section 261, 266c, 286, 288, 288a, or 289 of the Penal Code or committed a sexual battery as defined in Section 243.4 of the Penal Code.


Refer to Education Code section 48915(c)(4) when dealing with this violation. □ Statements by: School Police and/or Campus Security Officer(s) are of extreme importance.

□ Statements by: witness(es), if applicable. □ Record of report to District’s Affirmative Action Office.

Violation of 48900(n) can be quickly substantiated if the perpetrator is identified and confesses to the act. In most cases, however, it is in the best interest of the administrator to proceed with a thorough investigation.

In cases of sexual harassment and assault, it is necessary for the administrator to collect thorough documentation of the incident and carefully handle statements given by the victim and the accused.

In cases where testifying in the presence of the accused perpetrator could cause serious psychological harm, the victim may be allowed to testify in a closed session hearing, separate from the accused. Such requests must be provided by site administration to the district Hearing Panel at the time the recommendation for expulsion is submitted.

This violation shall not apply to students in grades K-3 — refer to the Ed. Code and call Youth Services.

Ed. Code 48900, N 1st Offense 2nd Offense 3rd Offense 4th Offense


Sexual Assault EC 48915 (c) (4)

Must notify victim/parent of their right to transfer under NCLB

Administrative Action (4-6): • 5 day suspension • Contact School Police • Crime Report • Contact Affirmative Action Office • Mandatory expulsion



N: ELEMENTARY — SAFETY


Ed. Code 48900, N 1st Offense 2nd Offense 3rd Offense 4th Offense


Sexual Assault EC 48915 (c) (4)






N: SECONDARY — SAFETY

EC 48900 (O) EC 48900 (O) —— SAFET SAFETYY Harassed, threatened, or intimidated a witness.


□ Documentation of harassment, threats, or other forms of intimidation made by the accused to the victim. □ Statements by: victim and witness(es), verifying the act(s) of harassment or intimidation.


Ed. Code 48900, O 1st Offense 2nd Offense 3rd Offense 4th Offense


Harassed, Threatened or Intimidated a Witness Must notify victim/parent of their right to transfer under NCLB




and Environmental Factors* x Develop behavior contract:


Administrative Action (K-3): • Restrict activity • Assign detention • 1 day suspension • Contact School Police

Administrative Action (4-6): • Restrict activity • Assign detention • 1—3 day suspension • Contact School Police




Administrative Action (K-3): • Restrict activity • Assign detention • 1–3 day suspension • Contact School Police


for expulsion



for expulsion





O: ELEMENTARY — SAFETY

Ed. Code 48900, O 1st Offense 2nd Offense 3rd Offense 4th Offense


Harassed, Threatened or Intimidated a Witness Must notify victim/parent of their right to transfer under NCLB












for expulsion


for expulsion







O: SECONDARY — SAFETY


EC 48900 (P) EC 48900 (P) —— SAFET SAFETY & NONY & NON--SAFETYSAFETY Sexual Harassment - Education Code section 48900.2.

The following must be submitted in order to substantiate an expulsion recommendation: Refer to Education Code section 212.5 to clarify sexual harassment (see Appendix for Education Code section 212.5). □ Victim statement outlining sexual harassment charges and the negative impact the incident incurred on the victim.

The complaint must be signed by: victim and witness(es). □ Evidence the harassment negatively impacted the academic performance of the victim.

□ Evidence substantiating a hostile, intimidating or offensive educational environment was created by the accused.

□ Record of report to District’s Affirmative Action Office.

This article shall not apply to pupils in grades K-3 inclusive (see Appendix for Education Code).

The school must provide an in-service for all students regarding sexual harassment and the possible consequences for violating Education Code section 48900.2. This in-service may be held during an annual disciplinary assembly.

Ed. Code 48900, P 48900.2

1st Offense 2nd Offense 3rd Offense 4th Offense

Safety: Level 2 (4-6)

P.1 Sexual Harassment, as Defined by EC 212.5









for expulsion




for expulsion



multiple district and community resources x Provide intervention: counselor x Parent attends school x Review BSP, Refer to SST x Consider Tier Three supports

P: ELEMENTARY — SAFETY


Ed. Code 48900, P 48900.2



P.1 Sexual Harassment, as Defined by EC 212.5








for expulsion


for expulsion






multiple district and community resources x Provide intervention: counselor x Parent attends school x Review BSP x Refer to SST x Consider Tier Three supports

P: SECONDARY — SAFETY

Ed. Code 48900, P 48900.2


Non-Safety: Level 2 (4-6)

P.2 Sexual Harassment, Inappropriate Verbal Harassment

Administrative Action (4-6): • Restrict activity • Assign detention • 1—3 day suspension • Contact Affirmative Action Office





Administrative Action (4-6): • Restrict activity • Assign detention • 1—5 day suspension • Contact Affirmative Action Office





Administrative Action (4-6): • 1—5 day suspension • Contact School Police • Contact Affirmative Action Office • Possible recommendation

for expulsion



P: ELEMENTARY — NON-SAFETY


Ed. Code 48900, P 48900.2



P.2 Sexual Harassment, Inappropriate Verbal Harassment

Administrative Action (6-8): • Assign detention • On Campus Suspension • 1 day suspension • Contact Affirmative Action Office

Administrative Action (9-12): • On Campus Suspension • 1—3 day suspension • Contact Affirmative Action Office





Administrative Action (6-8): • On Campus Suspension • 1—3 day suspension • Contact Affirmative Action Office

Administrative Action (9-12): • 1—5 day suspension • Contact Affirmative Action Office






for expulsion


for expulsion



P: SECONDARY — NON-SAFETY

EC 48900 (Q) EC 48900 (Q) —— SAFET SAFETYY Hate Violence - Education Code section 48900.3.


□ Determination by school officials the pupil has caused, attempted to cause, threatened to cause, or participated in an act of hate violence as defined in Subdivision (e) of Education Code section 233 (see Appendix).

□ Documentation of hate violence as defined by Subdivision (e) of Education Code section 233.

□ Statements by: victim, witness(es).

□ Photographic evidence, if applicable. This violation does not apply to students in grades K-3 inclusive (see Appendix for Education Code).


Ed. Code 48900, Q 48900.3



Hate Violence Must notify victim/parent of their right to transfer under NCLB









for expulsion




for expulsion



with multiple district and community resources x Provide intervention: counselor x Parent attends school x Review BSP, Refer to SST x Consider Tier Three supports

Q: ELEMENTARY — SAFETY

Ed. Code 48900, Q 48900.3



Hate Violence Must notify victim/parent of their right to transfer under NCLB








for expulsion


for expulsion






with multiple district and community resources x Provide intervention: counselor x Parent attends school x Review BSP, Refer to SST x Consider Tier Three supports

Q: SECONDARY — SAFETY


EC 48900 (R) EC 48900 (R) —— SAFET SAFETYY Intentionally engaged in harassment, threats, or intimidation against a pupil, groups of pupils or staff - Education Code section 48900. 4.


□ Documentation of the accused involvement in the harassment of a pupil, group of pupils, or staff by words or active threats. Examples: gang activity of revenge or sending notes of impending harm.


Ed. Code 48900, R 48900.4



Harassed, Threatened, or Intimidated Student, Groups or Staff Must notify victim/parent of their right to transfer under NCLB













for expulsion



for expulsion





R: ELEMENTARY — SAFETY


Ed. Code 48900, R 48900.4



Harassed, Threatened, or Intimidated Student, Groups, or Staff Must notify victim/parent of their right to transfer under NCLB












for expulsion


for expulsion







R: SECONDARY — SAFETY


EC 48900 (S) EC 48900 (S) —— SAFET SAFETYY Pupil has made terrorist threats against school officials, school property or both - Education Code section 48900.7.


□ Documentation the accused actively engaged in terrorist threats against school officials or school property. Example: Student calls in a bomb threat.


According to this section of the Education Code, “terrorist threat” involves any statement, written or oral, which threatens specific intent of:

• great bodily injury to another person • property damage

All statements must to be taken as a threat even if there is no intent of actually carrying them out (see Appendix). This article does not apply to grades K-3 inclusive (see Education Code).

Ed. Code 48900, S 48900.7



Terrorist Threats Must notify victim/parent of their right to transfer under NCLB





S: ELEMENTARY — SAFETY


Ed. Code 48900, S 48900.7



Terrorist Threats Must notify victim/parent of their right to transfer under NCLB







S: SECONDARY — SAFETY

EC 48900 (T) EC 48900 (T) —— SAFET SAFETYY Unlawfully offered or arranged to sell the drug Soma - Education Code section 48900 (P).


□ Documentation the accused, while under the jurisdiction of the school, sold or arranged to sell the drug Soma.

□ Photographic evidence.

□ Test results which identify the substance found. School Police is qualified to conduct such testing.



Ed. Code 48900, T 1st Offense 2nd Offense 3rd Offense 4th Offense


Unlawfully Arranged to Sell Drug Soma



for expulsion






for expulsion




T: ELEMENTARY — SAFETY

Ed. Code 48900, T 1st Offense 2nd Offense 3rd Offense 4th Offense


Unlawfully Arranged to Sell Drug Soma


for expulsion


for expulsion









T: SECONDARY — SAFETY


EC 48900 (U) EC 48900 (U) —— SAFET SAFETYY Aided or abetted the infliction or attempted infliction of physical injury - EC section 48900 (S).


As defined in Penal Code section 31: A pupil who aids or abets in the infliction or attempted infliction of physical injury to another person may suffer suspension, but not expulsion, pursuant to the provisions of this section, except that a pupil who has been adjudged by a juvenile court to have committed, as an aider or abettor, a crime of physical violence in which the victim suffered great bodily injury or serious bodily injury shall be subject to discipline pursuant to Subdivision (a) (see Appendix for Penal Code Section 31).

□ Documentation from a physician verifying physical injury was inflicted — must note the severity of the injury.

□ Investigation reports by School Police and Campus Security.

□ Verbal or written threats, if applicable.

During an investigation, the following should be carefully examined 1) the statement of the accused 2) the victim’s statement 3) supporting witness(es) statements. Note: This Education Code may apply to cases where more than one student is involved in an attempt to aid another in the infliction or intimidation of physical harm against another student on campus.


Ed. Code 48900, U 1st Offense 2nd Offense 3rd Offense 4th Offense


Aid or Abet in the Infliction, or Attempted Infliction, of Physical Injury









for expulsion




for expulsion




U: ELEMENTARY — SAFETY

Ed. Code 48900, U 1st Offense 2nd Offense 3rd Offense 4th Offense


Aid or Abet in the Infliction, or Attempted Infliction, of Physical Injury








for expulsion


for expulsion







U: SECONDARY — SAFETY


EC 48900 (V) EC 48900 (V) —— SAFET SAFETYY Engaged in, or attempted to engage in, hazing as defined in Education Code section 32050 - Education Code section 48900 (Q).


As defined in Education Code section 32050: “Hazing” includes any method of initiation or pre-initiation into a student organization or student body or any pastime or amusement engaged in with respect to those organizations that cause or are likely to cause bodily danger, physical harm, or personal degradation or disgrace resulting in physical or mental harm to any pupil or other person attending any school, community college, college, university, or other educational institution in this state. The term “hazing,” does not in-clude customary athletic events or other similar contests of competitions (Amend. Stats. 2003, Ch. 21.) (see Appendix for Education Code section 32050).

□ Statements by: victim, supporting witness(es).

□ Police Report(s).

□ Medical record of injury provided by medical professional.

□ Photographic evidence of weapons used in hazing activity, if applicable. Examples: sticks, bats, and brass knuckles.

□ Statements by: witness(es) verifying verbal abuse was inflicted during the incident.

In order to establish a link between the hazing event and the persons and/or group involved, focus the investigation around the hazing practices of the group (secret club, team, gang, etc.).


Ed. Code 48900, V 1st Offense 2nd Offense 3rd Offense 4th Offense


Hazing Must notify victim/parent of their right to transfer under NCLB













for expulsion



for expulsion



with multiple district and community resources x Provide intervention:

counselor x Parent attends school x Review BSP x Review SST x Consider Tier Three supports

V: ELEMENTARY — SAFETY

Ed. Code 48900, V 1st Offense 2nd Offense 3rd Offense 4th Offense


Hazing Must notify victim/parent of their right to transfer under NCLB












for expulsion


for expulsion





with multiple district and community resources x Provide intervention:

counselor x Parent attends school x Review BSP, Review SST x Consider Tier Three supports

V: SECONDARY — SAFETY


EDUCATION CODE 48900 (W):EDUCATION CODE 48900 (W): Mandatory Expulsion - Education Code section 48915 (C)


The principal of the school, the principal’s designee, or the superintendent of schools shall immediately suspend, pursuant to Education Code section 48911, and shall recommend expulsion of a pupil he/she determines has com-mitted any of the acts enumerated in this section at school or at a school activity off school grounds.

□ Jurisdiction of school authority: Under the Education Code - Jurisdiction of a school is categorized into these four

areas: • While on any school grounds. • While going to or coming from school. • During the lunch period, whether on or off campus. • During, or while going to or coming from, any school-sponsored activity.


EC 48900 (X, X1, X2, X3) EC 48900 (X, X1, X2, X3) —— SAFETY SAFETY Intentionally engaged in harassment/threats, or intimidation against a pupil, groups of pupils or staff


□ Documentation of the accused involvement in the harassment of a pupil, group of pupils, or staff by words or active threats. Examples: gang activity of revenge or sending notes of impending harm.


Ed. Code 48900, X



X: Engaged in the act of electronic (cyber) bullying*

X1: Engaged in bullying based on sexual orientationŒ

X2: Engaged in bullying based on ethnicity or race

X3: Engaged in bullying based on physical or mental disability














for expulsion



for expulsion





X: ELEMENTARY — SAFETY

* Electronic bullying includes, but is not limited to: texting, emailing, and/or posting information on the internet in the form of text, drawings, pictures, videotaped fights, etc. Œ Ensure Affirmative Action procedures are followed


Ed. Code 48900, X



X: Engaged in the act of electronic (cyber) bullying*

X1: Engaged in bullying based on sexual orientationŒ

X2: Engaged in bullying based on ethnicity or race

X3: Engaged in bullying based on physical or mental disability













for expulsion


for expulsion







X: SECONDARY — SAFETY

* Electronic bullying includes, but is not limited to: texting, emailing, and/or posting information on the internet in the form of text, drawings, pictures, videotaped fights, etc. Œ Ensure Affirmative Action procedures are followed


Special Education Guidelines:Special Education Guidelines:

The following must be submitted in order to substantiate an expulsion recommendation. □ Students receiving Special Education services are entitled to a Manifestation Determination Meeting during

Pre-Expulsion IEP under law. This meeting is to be conducted within 10 days after the recommendation for expulsion.

□ The Pre-Expulsion IEP Team has the right to stop all expulsion proceedings if they find the misconduct was a

manifestation of the student’s disability. □ Students who fall under the 504 educational umbrella have the right to have a Pre-Expulsion 504 Meeting prior to a

recommendation for expulsion. The district 504 coordinator should conduct this meeting on-site. □ Parents must be told of the date and time of the Pre-Expulsion IEP / 504 Meeting. Their presence, although needed,

is not mandatory for the Manifestation Determination IEP / 504 Meeting to proceed on the scheduled date and time.

Call the District’s Special Education or 504 Office for direction.

Federal Law Federal Law -- No Child Left Behind: No Child Left Behind:

The following must be submitted in order to substantiate an expulsion recommendation. □ Under NCLB, any student who is a victim of a serious crime or is a victim of harassment is eligible to be transferred

to another school site. □ Contact Youth Services for any explanation concerning NCLB.


Additional Resources Page

• Menu of Interventions for Minor Offenses 62

• Low Level Referral Flowchart: Minor Offenses 63

• Office Referral Flowchart: Major Offenses 64

• Office Referral Self Reflection Form 65

• Understanding the Problem Behavior 66-67

• Behavior Contract 68

• Functional Behavioral Assessment 69

• Behavior Support Plan (BSP) 70-74

• SBCUSD Post Suspension Student Interview 75

• Suspension Justification Due Process 76


MMeennuu ooff IInntteerrvveennttiioonnss ffoorr MMiinnoorr OOffffeennsseess ((CCllaassssrroooomm MMaannaaggeedd MMiissbbeehhaavviioorrss))

y Clearly define / post the behavioral expectations. y Implement procedures for all class routines – entering the room, handing in assignments,

sharpening the pencil, welcoming a guest, etc. y TEACH and ROLE-PLAY the behavioral expectations, classroom procedures, use of materials,

etc. Demonstrate what the expected behavior “looks like” (positive example) as well as what it “does not look like” (non-example).

y Pre-correct – Prior to directing students to perform a task, provide a description of what the expected behavior will look like. “In two minutes we will break for lunch. I expect everyone to put their materials away, push in all chairs and quietly line up for lunch.”

y Cue / Prompt / Remind – Provide a pre-arranged / previously taught cue to remind specific students to engage in the appropriate behavior.

y Acknowledge students who are appropriately demonstrating the expected behavior. y Specifically explain HOW the behavior did not meet the stated / taught expectation.

“It is disrespectful to other students when you _____.” y Provide a warning – “Respect is one of our school rules. All students are expected to talk

respectfully to all adults and students here at ABC School. This is an official warning.” y Check for student understanding of the behavioral expectations -- “Please summarize for

me what we have discussed so I am sure there is no confusion” (written or verbal). y Evaluate the student’s skill repertoire – Determine if the student is capable of demonstrating

the behavioral expectation. Make sure to evaluate both behavior and academic domains. y Determine the FUNCTION of the misbehavior. All misbehaviors serve a purpose (function).

Determine what the student is gaining or avoiding by engaging in the misbehavior. y Provide a structured choice – clearly offer a choice between two alternatives and state the

consequence for each. “You can work quietly on your assignment now and leave with the class or work with me during lunch.”

y Evaluate ENVIRONMENTAL factors within the classroom which may be contributing to the misbehavior: Space, Time, Materials, Interactions (peers, adults).

y Collaborate with colleagues to identify behavior patterns and trends (class to class, year to year, etc.).

y Use a variety of consequences – Positive Reinforcement, Negative Reinforcement, Penalties and Punishments. Remember, punishment is the least effective consequence for students with anti-social behaviors.

y Evaluate the effectiveness of consequences. Ineffective consequences must be analyzed and modified. Seek assistance for “out of the box” ideas.

y Document interventions with a Low Level Referral (LLR) y Involve a problem-solving team (grade, team, family, SST,

504, IEP).


YES

NO

Discuss behavior with student then return them to class. Meet with teacher to review

referral policies and procedures.

YES

YES

NO

NO

1st Office Referral: x Discuss behavior(s)

documented on LLRs with the student x Check for student

understanding of the school rules x Forward copy to: ‚ teacher ‚ counselor ‚ guardian

At this point the behavior is considered an EC 48900 K, refer to: • Progressive Discipline Matrix, EC48900 K violation

• Office Referrals for Major Infractions flowchart

2nd Office Referral: x Discuss behavior(s)

documented on LLRs with the student x Review LLRs for

patterns/trends (identify: Location, Problem Behavior, Staff Intervention Administered)

x Restrict activity x Forward copy to: ‚ teacher ‚ counselor ‚ grade level/team

x Make contact with guardian

3rd Office Referral: x Review student data

for patterns (discipline/academic)

x Discuss behavior patterns with student and relevant staff (address: Location, Problem Behavior, Environmental Factors, & Possible Function)

x Restrict activity x Forward copy to: ‚ teacher ‚ grade level/team ‚ guardian ‚ counselor

x Recommend guard-ian attend class

Were 5 LLRs attached?

Were

a variety of interventions

used (3+)?

Were the

interventions allowed adequate

time to work?

Meet with staff member to determine additional training needs:

• Referral form completion • Interventions for minor offenses • Verbal de-escalation strategies • Classroom management strategies • Utilizing a variety of consequences • Accepting differences (race, economic,

gender)

Group Staff Training?

Whole Staff Training?

Individual Staff Training?

Low Level Referral Flowchart: Minor Offenses


Office Referral Flowchart: Major Infractions

Restrict Activity: x Identify Environmental &

Functional Factors which may have contributed to the misbehavior x Re-teach school

expectations x Schedule a meeting for

student to discuss supports and interventions with the counselor x Consider targeted group

intervention based on: 1) a pattern of misbehavior or 2) the violation x Notify the following: ‚ teacher ‚ grade level/team ‚ guardian ‚ counselor

Suspend: 1-3 Days x Identify Environmental &

Functional Factors which may have contributed to the misbehavior x Schedule a time for student

to meet with grade level/team to proactively address Environmental & Functional Factors x Develop a behavior contract

and assign an adult mentor x Consider targeted group

intervention based on violation x Notify the following: ‚ teacher, grade level/team ‚ counselor

x Make contact with guardian

Suspend: 4-5 Days x Identify Environmental &

Functional Factors which may have contributed to the misbehavior x Schedule a time for student

to meet with grade level/team to proactively address Environmental & Functional Factors x Develop a behavior contract

and assign an adult mentor x Enroll student in targeted

group intervention based on the violation x Notify the following: ‚ teacher, grade level/team ‚ counselor

x Meet with guardian

Multiple Suspensions: 2 or more

x Conduct a Functional Behavioral Assessment x Evaluate the effectiveness of previous consequences

and interventions x Provide parent with district & community resources x Enroll student in targeted group intervention based

on the violation

x Enroll student in targeted intervention (Youth Services Dept) x Develop a Behavior Support Plan (BSP) x Consider placement in a behavior modification class

OR

Determine administrative action Refer to EC Violations in the Progressive Discipline Matrix (PDM)


Office Referral Self-Reflection Form Name: ___________________________ Grade: ______ Track or Team: _________

Location of the Problem Behavior: classroom cafeteria hallway quad PE area playground restroom bus gate library other:

An Office Referral was written for: disrupting class not following directions using profanity misusing property being tardy destroying property fighting harassing others possessing a weapon other:

At the time of the Office Referral I was trying to: get my friends attention get the teacher’s attention get an item: avoid a classmate avoid the teacher avoid work: other:

Describe in your own words what happened:

Student Signature: ________________________________________ ____/____/____

Assisting Staff Member’s Signature: ___________________________ ____/____/____


Understanding the Problem Behavior

Classroom — Review Low Level Referrals x Taught/clarified behavior expectations

x Cued and/or prompted the student

x Provided structured choice

x Reviewed discipline data, see attached x Reviewed academic data, see attached x Teacher/team met with student

x Teacher/team informed parent/guardian

x Teacher/team met with parent/guardian

x Teacher collaborated with: Team Counselor Administration

x Teacher suspended from class/period

Office — Review Office Referral Forms x Reviewed academic data x Administrator met with team

x Administrator met with parent/guardian

x Recommended skill development: x Developed a Behavior Contract, see attached x Assigned an adult mentor: x Loss of privileges x Restricted activity x Assigned to Time Out x Assigned to detention/OCS x Administrator suspended student for ____ days

What types of INTERVENTIONS have been utilized to address the problem behavior?

Describe what the problem behavior looks and sounds like?

Where does the problem behavior generally occur? x One classroom

x Multiple classrooms

x Common areas

How often does the problem behavior occur?

x _____ times per period

x _____ times per day

x _____ times per week

x Less than once per week

x Other:

Describe the problem behavior in BEHAVIORALLY SPECIFIC terms.

Student: DOB: Today’s Date:


Present: x Guest Teacher

x Changes to the routine (assembly, fire drill) x Inconsistent school-wide expectations x Inconsistent classroom consequences x Classroom distractions (peers, noise level) x External interruptions (guest, PA, phone) x Mismatch between academic standards and

student’s achievement level x Mismatch between social demands and

student’s social skill level x Other:

Missing: x Clearly established school-wide expectations x Clearly established classroom expectations x Consistent enforcement of expectations x Clearly established and enforced procedures x Proactive supervision and monitoring x Skills to meet academic demands

x Skills to meet social and/or behavioral demands

x Targeted skill development

x Student connection to the school / learning environment

x Student connection to an adult on campus

x Other:

What has been PRESENT and/or MISSING in the environment which may have contributed to continued use of the misbehavior?

Gain, Get, Obtain: x Peer respect for confronting an adult

x Social status among peers

x Negative attention (adults, peers) x “Justice” for perceived history of wrongs (peers, adults): x Access to peer(s) in another location

(OCS, office, counselor’s office) x “Safety” for self, family, friends

x Adult attention while out of class (secretary, counselor, custodian, librarian)

x Object:

x Activity:

x Other:

Escape, Avoid, Protest: x Transitions / passing periods

x Structured activities (group work, assembly)

x Unstructured activities (lunch, free time, recess)

x Interactions with adult(s):

x Interactions with peer(s):

x Academic subject(s):

x Elective classes:

x Physical Education (PE)

x Humiliation from peers (perceived as “weak,” “dumb”)

x Guest Teacher

x A specific location on campus

x Other:

What was the student able to GAIN or AVOID by engaging in the misbehavior?


Behavior Contract Student Name: __________________________ Grade / Track: _____________

Behavior Contract written: ____/____/_____

Behavior Contract reviewed: ____/____/____, ____/____/____, ____/____/____ Purpose of Behavior Contract:

set clear student expectations reinforce appropriate student choices outline consequences for negative student choices

After discussion between school personnel and student, the team has determined:

1) Behavior of main concern: ___________________________________________ ________________________________________________________________

2) Environmental factors contributing to behavior - present/missing: ________________________________________________________________

3) Function (purpose) the misbehavior serves - gain/avoid: ___________________ ________________________________________________________________

4) Student goal: _____________________________________________________ ________________________________________________________________

5) Positive consequence for appropriate behavior: ___________________________ _________________________________________________________________

6) Negative consequence for inappropriate misbehavior: ______________________ _________________________________________________________________

Additional comments: __________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

Signatures of all involved:

____________________ ____________________ ____________________ Student Teacher Mentor

____________________ ____________________ ____________________ Administration Parent Other


Student: ______________________ Student ID#: ___________ Date: ___________

Staff conducting FBA: _____________________________________________________

Identified behavior of concern: _______________________________________________

Frequency: The identified behavior occurred on (#) ____ occasions in the following settings:

_______________________________________________________________________

The identified behavior resulted in (#) _____ suspensions, totaling _____ days.

FUNCTIONAL FACTORS – Review of discipline data identified the following motivations: x gain peer attention x gain adult attention x gain/obtain an item x gain/obtain activity x avoid peers x avoid adults x avoid seat work x avoid group work x avoid scheduled event x other:

ENVIRONMENTAL FACTORS – Review of discipline data identified the following predictors: x adult request/directive x oral instruction x individual seat work x group work x managing materials x external interruptions x classroom transitions x passing period x teasing from peers x changes to routine x Guest Teacher x assembly x recess x other:

Recommended Behavior Supports –

goal(s):

mentor:

targeted skill development:

behaviorally specific progress monitoring:

Behavior Support Plan (BSP):

Team members present:

_______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________

Functional Behavioral Assessment (FBA)


Diana Browning Wright, Behavior/Discipline Trainings

1

CONFIDENTIAL – DO NOT DISPLAY

B E H A V I O R S U P P O R T P L A N For Behavior Interfering with Student’s Learning or the Learning of His/Her Peers

This BSP attaches to: Team meeting date 504 plan date IEP date

Student Name Student ID# Grade Next BSP Review Date

1. The behavior impeding learning is (describe what it looks like) 2. It impedes learning because 3. The need for a Behavior Support Plan early stage intervention moderate serious extreme 4. Frequency, intensity, and duration of behavior

Frequency: Intensity:

Duration: Reported by and/or observed by

PREVENTION PART I: ENVIRONMENTAL FACTORS AND NECESSARY CHANGES

Obs

erva

tion

& A

naly

sis

What are the predictors for the behavior? In what situation(s) is the problem behavior is likely to occur? 5. Mark and address the following which apply:

Physical Setting:

Social Setting:

Academics—Instructional Strategies, Curriculum, Activities:

Scheduling Factors:

Degree of Independence:

Degree of Participation:

Social Interactions:

Degree of Choice:

Other:

What supports the student using the problem behavior? What is either PRESENT or MISSING in the environment and/or curriculum that needs changing? Relate to Line 5.

6. Mark and identify the following which need to be addressed:

Present:

Missing:

Note: Numbers correspond with the scoring system on the BSP Quality Evaluation Guide



2

Inte

rven

tion

Remove student’s need to use the problem behavior-----

What environmental changes, structure and supports are needed to remove the student’s need to use this behavior? Address issues of Time, Space, Materials, and Interactions to remove the likelihood of the problem behavior reoccurring. Relate to Line 6.

7. Mark and identify the following which apply: Time:

Space:

Materials:

Interactions:

Who will establish? Who will monitor? Frequency?

ALTERNATIVES PART II: FUNCTIONAL FACTORS AND NEW BEHAVIORS TO TEACH AND SUPPORT

Obs

erva

tion

& A

naly

sis

Team believes the behavior occurs because: State the function of behavior in terms of gaining or avoiding. Relate to Lines 5 & 6. 8. Mark and address the following which apply:

Gain/Get/Obtain:

Avoid/Protest/Escape:

Accept a replacement behavior that meets same need----- What team believes the student should do INSTEAD of the problem behavior? How should the student get the same needs met (gain/avoid) but in an acceptable manner? Relate to Line 8. 9. Select a Functionally Equivalent Replacement Behaviors (FERBs):

Inte

rven

tion

What teaching Strategies, Necessary Curriculum, and/or Materials are needed in order to teach the FERB(s)? Relate to Line 9. 10. Mark and identify the following which need to be addressed:

Skills to Be Taught Peers will learn to:

Student will learn to:

Necessary Curriculum:

Necessary Materials:

When and by whom will the FERB(s) be taught? Outline the skill development steps necessary to teach the FERB(s):

Who will establish? Who will monitor? Frequency?



3

Inte

rven

tion

What reinforcement procedures will be necessary to establish, maintain, and generalize the replacement behavior(s)?

11. Reinforcers will be used primarily to: encourage the use of a FERB increase the use of a previously established positive behavior

The following reinforcers will be utilized:

What data was reviewed which indicated the items selected are reinforcers rather than rewards?

Observations Interviews Survey/Checklist Other:

Do the selected reinforcers provide enough variety to maintain student interest? Yes No

How frequently will the student have an opportunity to earn a reinforcer for demonstrating the desired behavior?

How soon after demonstrating the desired behavior will the student receive the reinforcer?

By whom?

EFFECTIVE REACTION PART III: REACTIVE STRATEGIES

What strategies will be employed if the problem behavior occurs again?

12.

1. How will the student be prompted or cued to use the desired behavior rather than the problem behavior?

2. How will staff ensure the safety of all involved, should the problem behavior reoccur?

3. What will the process be for debriefing, problem-solving, and re-establishing the staff/student relationship?

Debrief:

Problem-Solve:

Re-establish the Staff/Student Relationship:

Optional:

4. What consequences will be utilized should the problem behavior reoccur?

Consequences:

Personnel?



4

OUTCOME PART IV: BEHAVIORAL GOALS

Behavioral Goal(s) 13.

REQUIRED: Functionally Equivalent Replacement Behavior (FERB) Goal

By when Who

Will do X behavior (line 9)

For the purpose of

y (line 8)

Instead of Z behavior (line 1)

For the purpose of

y (line 8)

Under what conditional conditions

At what level of

proficiency

As measured by whom and how

By when Who

Will do X behavior (line 9)

For the purpose of

y (line 8)

Instead of Z behavior (line 1)

For the purpose of

y (line 8)

Under what conditional conditions

At what level of

proficiency

As measured by whom and how

In addition to the required FERB goal, write at least ONE additional goal using either Option 1 or 2--

Option 1: Increase General Positive

By when Who Will do what, or will NOT do what

At what level of proficiency

Under what conditions

Measured by whom and how

Option 2: Decrease Problem Behavior

By when Who Will do what, or will NOT do what

At what level of proficiency

Under what conditions

Measured by whom and how

The above behavioral goal(s) are to: Increase use of replacement behavior and may also include: Reduce frequency of problem behavior Develop new general skills that remove student’s need to use the problem behavior

Observation and Analysis Conclusion: Are curriculum accommodations or modifications also necessary? Where described: ............................. yes no Are environmental supports/changes necessary? ................................................................................................ yes no Is reinforcement of replacement behavior alone enough (no new teaching is necessary)?.................................. yes no Are both teaching of new replacement behavior AND reinforcement needed? .................................................... yes no This BSP to be coordinated with other agency’s service plans?........................................................................... yes no Person responsible for contact between agencies ................................................................................... yes no



5

COMMUNICATION PART V: COMMUNICATION PROVISIONS

Manner and content of communication 14.

1. Who will communicate?

2. Under what condition(s)?

(Contingent or Continuous)

3. How will information be

exchanged?

4. How often will information be exchanged

5. Content? (student data, staff implementation)

6. How will this be two-way

communication?





exchanged?




communication?





exchanged?




communication?

PARTICIPATION PART VI: PARTICIPANTS IN PLAN DEVELOPMENT

Student

Parent/Guardian Parent/Guardian

Educator and Title

Educator and Title

Educator and Title

Administrator

Other

Other


SBCUSD Post Suspension Student Interview

Student Name: __________________________ Student Number: ____________ Counselor: _____________________________ Date of interview: ___/___/_____

Discussion with student included: Suggested supports: Current incident Outside counseling agencies Previous suspensions Parent / Counselor conference Grades / Credits Parent / Teacher conference Progress toward 4 year plan (HS only) Other: Attendance Alternative school placement Supplemental programs / supports Special Education

Results of discussion: Signatures of those in attendance: ____________________ ____________________ ____________________ Counselor Administrator Parent

____________________ ____________________ ____________________ Student Other – specify title Other – specify title

----------------------------------------------------------------------------------------------------------------

SBCUSD Post Suspension Student Interview

Student Name: __________________________ Student Number: ____________ Counselor: _____________________________ Date of interview: ___/___/_____

Discussion with student included: Suggested supports: Current incident Outside counseling agencies Previous suspensions Parent / Counselor conference Grades / Credits Parent / Teacher conference Progress toward 4 year plan (HS only) Other: Attendance Alternative school placement Supplemental programs / supports Special Education

Results of discussion: Signatures of those in attendance: ____________________ ____________________ ____________________ Counselor Administrator Parent

____________________ ____________________ ____________________ Student Other – specify title Other – specify title


SUSPENSION JUSTIFICATION DUE PROCESS EC 48914, 48900.8

Student: _____________________ ID #: _____________ Date: ____________

School: ______________________ Administrator: ____________________________ Administrative notes:

1. Incident specifics: Time: ________ Date: ________ Location: ______________________ 2. Provide chronological description of event: ________________________________

_________________________________________________________________________________________________________________________________________________________________________________________________________

Check the following: 1. Was the accused student given adequate opportunity to:

describe the incident? yes no provide witness names? yes no 2. Was the victim given adequate opportunity to:

describe the incident? yes no provide witness names? yes no 3. Were statements collected from all:

student witnesses? yes no adult witnesses? yes no 4. Were anonymous witness statements collected according to policy? yes no 5. Was the accused student’s guardian contacted? yes no 6. Has student received: Tier 1 yes no, Tier 2 yes no, Tier 3 yes no supports?

---------------------------------------------------------------------------------------------------------------------------------------------------

SUSPENSION JUSTIFICATION DUE PROCESS EC 48914, 48900.8

Student: _____________________ ID #: _____________ Date: ____________

School: ______________________ Administrator: ____________________________ Administrative notes:

1. Incident specifics: Time: ________ Date: ________ Location: ________________________ 2. Provide chronological description of event: ________________________________

_________________________________________________________________________________________________________________________________________________________________________________________________________

Check the following: 1. Was the accused student given adequate opportunity to:

describe the incident? yes no provide witness names? yes no 2. Was the victim given adequate opportunity to:

describe the incident? yes no provide witness names? yes no 3. Were statements collected from all:

student witnesses? yes no adult witnesses? yes no 4. Were anonymous witness statements collected according to policy? yes no 5. Was the accused student’s guardian contacted? yes no 6. Has student received: Tier 1 yes no, Tier 2 yes no, Tier 3 yes no supports?

White – Mail to Guardian Yellow – Suspended Student Pink – School File Goldenrod – Youth Services

White – Mail to Guardian Yellow – Suspended Student Pink – School File Goldenrod – Youth Services


Documents

SBCUSD Progressive Discipline Matrix Elementary & Secondary · 2016-10-13 · SBCUSD Progressive Discipline Matrix Elementary & Secondary District-wide Multi-tiered Disciplinary Support